Michigan Model for Health for Grades K-6 Training of Trainers

1. Michigan Model for Healthfor Grades K-6Training of Trainers Assignment 8: Alcohol, Tobacco and Other Drug Prevention in the Michigan Model for Health

2. Goals for This Assignment: • Update on ATOD prevention issues and statistics • Gain familiarity with the ATOD prevention curricula for grades K-6 • Practice refusal skills • Deepen understanding of ATOD prevention strategies and research

3. Initiation of Drug Use Before Age 13 2011 MI & US YRBS

4. Alcohol, Cigarette, and Marijuana Use During Previous Month 2011 MI & US YRBS

5. Illicit Drug Use Ever * Without a prescription 2011 MI & US YRBS

6. Leads to Lowered: • Investment in Homework • Grades • Sense of Well-Being • Attention Span • Commitment & Attachment to Family and School • Increases: • Absenteeism & Truancy • Likelihood for Depression and/or Rebellion • Ties to Peers & Drug-Using Subcultures • Risk-Taking Behaviors Related to Delinquency, Intentional and Unintentional Injuries, Sex May Directly Predict Dropping Out of School Pervasive Drug Use Threatens Positive School Climate SuppressesAmbition Alcohol &Other Drug Use: Impact on Learning StiflesCreativity • Interferes With: • Brain’s Ability to Receive, Sort, and Synthesize Information • Cognitive Functioning • Memory • Sensation & Perception Erodes Self-Discipline & Motivation Thwarts Imagination Information Taken From: “Bridging Student Health Risks and Academic Achievement through Comprehensive School Health Programs,” Journal of School Health, August 1997, Vol. 67, No. 6.Slide Prepared by: Mary Ann George Adversely Affects Development and Transition to Adulthood

7. Risk and Protective Factors (NIDA) Source: NIDA, 2003

8. Protective Factors (Hawkins & Catalano) Protective Factors • Bonding to peers with healthy beliefs and clear standards: • Meaningful opportunities to contribute to the peer group • Skills to successfully take advantage of those opportunities • Recognition/acknowledgement of efforts • Bonding to a family with healthy beliefs and clear standards: • Meaningful opportunities to contribute to the family • Skills to successfully take advantage of those opportunities • Recognition/acknowledgement of efforts Domain Individual /Peer Family

9. Protective Factors (Hawkins & Catalano) continued Protective Factors • Bonding to a school that promotes healthy beliefs and clear standards: • Meaningful opportunities to contribute to the school community • Skills to successfully take advantage of those opportunities • Recognition/acknowledgement of efforts • Bonding to a community that promotes healthy beliefs and clear standards: • Meaningful opportunities to contribute to the community • Skills to successfully take advantage of those opportunities • Recognition/acknowledgement of efforts Domain School Community

10. Risk Factors (Hawkins & Catalano) Risk Factors Domain Individual/ Peer Family • Alienation and rebelliousness • Friends who engage in the problem behavior • Favorable attitudes towards the problem behavior • Early initiation of the problem behavior • Family history of high-risk behavior • Family management problems • Family conflict • Parental attitudes and involvement in the problem behavior

11. Risk Factors (Hawkins & Catalano) continued Risk Factors Domain School Community • Early and persistent antisocial behavior • Academic failure beginning in elementary school • Low commitment to school • Availability of drugs • Community laws and norms favorable toward drug use. • Transition and mobility • Low neighborhood attachment and community disorganization • Extreme economic and social deprivation

12. Developmental Assets Protect From High-Risk Behaviors Search Institute, 2003

13. What Does NOT Work • Information-only programs about negative effects of drugs • Listing & describing a menu of drugs • Affective-only programs • Scare tactics • Testimonies of ex-addicts • Nonpromotion of students to the next grade • Pre-packaged curricula used in isolation • One-shot programs • Inconsistent messages • Negative role play

14. What DOES Work • Enhance protective factors; reduce risk factors • Target gateway drugs • Promote refusal skills, anti-drug commitments, social competency • Use interactive methods • Include parent/caregiver component for family focus • Provide continuity and repeated reinforcement • Enhance school & family interventions with community campaigns and policy changes • Address community drug problems • Tailor age-specific, developmentally-appropriate, & culturally-sensitive programs National Institutes of Drug Abuse, 1997

15. “Just Say No” to drugs has had about as much impact on drug use as “Have a nice day” has on clinical depression.

17. What Do You Think? • Which drugs are most likely to harm young people? • What can influence children to use drugs? • What can equip children to avoid drug use? • What do teachers want to know about teaching drug prevention?

18. What Do We Know About Drug Abuse and Children? • Some drugs are medicines and must be used correctly. • Any use of non-medicinal drugs is illegal. • Underage use of tobacco and alcohol is illegal. • Any illegal drug use by minors is drug abuse. • Preventing underage use of legal drugs is likely to prevent future use of illegal drugs. • The earlier drug abuse begins, the more likely negative consequences will result. • Drug abuse is linked to additional risk-taking behavior.

19. Tobacco Use Trends 1997, 2001, 2005, 2009, 2011 Michigan YRBS

20. Michigan Model for Health®: Strategies to Prevent Alcohol, Tobacco, and Other Drug Abuse States a clear “no use” message for children Informs children about the physical, social, emotional, and legal consequences Builds skills for refusing situations involving ATOD use Avoids media portraying underage use of drugs and utilizes media portraying youth demonstrating a “no use” stand Addresses current information and trends in developmentally appropriate manner Draws on best practice in drug abuse prevention

21. Safe use of medicines (K, 1) Poisoning prevention (K, 1, 3) Inhalant prevention (3, 5) Caffeine cautions (2, 6) Tobacco prevention (1-6) Avoidance of secondhand smoke (1, 2, 4) Alcohol prevention (2-6) Media literacy (4, 6) Refusal skills (3, 4, 6) Families and alcohol (3, 4, 6) Avoidance of impaired drivers (5, 6) Marijuana prevention (6) Michigan Model for Health®: Alcohol, Tobacco, and Other Drug Abuse Prevention Topics

23. Refusal Skills Grade 3 Four Ways to Say “No”: Say a direct “no.” Keep saying “no.” Suggest doing something else. Walk away. • Saying “no” in a respectful way: • Stand up straight. • Look the person in the eyes. • Use a firm, strong voice, but don’t yell.

24. Refusal Skills Grade 4 Five Ways to Say “No”: Say “no.” Say “no” again and again. Say it like you mean it. Say “no” and give a reason. Then stop using your mouth and use your feet - get up and leave. • How to say “no” and still be a friend: • Be polite. • Use a gentle voice, not an angry one. • Tell him or her that you are his or her friend. • Ask the person to do something else instead of the activity you said “no” to.

25. Refusal Skills Grade 5 Stand Up for Yourself Say “No” to Tobacco and Other Drugs: Say a direct “No.” Repeat the same phrase over and over. Suggest another activity. Give a reason. Give a fact. State your feelings or opinion. Walk away. • How to say “no” firmly: • Use a firm voice and speak loudly, but don’t shout. • Look the person straight in the eye. • Stand tall.

26. Skills-Based Instruction • Introduce Motivate Explain • Model Demonstrate Check for Understanding • Practice Guided Practice With Feedback • Apply Use in real life

27. Refusers Listen as I try to get you to do something. Respond to me by using any of the five refusal strategies. Afterwards, you will receive feedback. Observers Watch and listen as the refuser responds. Say nothing. Afterwards, be prepared to give feedback about what was effective and what could be improved. Refusal Skills Practice

28. Practice Situation 1 You are walking across the playground during recess looking for something to do. Two students approach you: Taylor and Maria. They are people you really like. Taylor says, “We have some cigarettes. Do you want to go smoke with us behind the school? How will you say no? 5-ATOD-4

29. Practice Situation 2 You are helping your older brother wash his car. Some of his friends stop by to talk. They are drinking beer. One of them asks you if you are cool enough to have a beer with them. How will you say no? 4-ATOD-5

30. Tips for Role Playing: • Describe the situation • Write out a script • Select role players vs volunteers • Act out the scene • Give a clear cue to end • Discuss with role players, then observers • Provide feedback and correction • Express appreciation to role- players

31. Lesson Investigation • Read the lessons and peruse the resources. • Create an acrostic. • Select a word, or words, that summarize(s) your unit. • For each letter, make a phrase that identifies content or activities. • Prepare to share your acrostic.

32. REFUSAL • Kindergarten • Grade 1 • Grade 2 • Grade 3 • Grade 4 • Grade 5 • Grade 6

33. “Dig Deeper”National Resources • NIDA Risk and Protective Factors: http://www.drugabuse.gov/publications/preventing-drug-abuse-among-children-adolescents/chapter-1-risk-factors-protective-factors • Hawkins and Catalano Risk and Protective Factors: http://mentalhealth.samhsa.gov/schoolviolence/risk.asp OR http://www.nebraskaprevention.gov/SAPR.htm • SAMHSA Risk and Protective Factors: http://captus.samhsa.gov/access-resources/common-risk-and-protective-factors-alcohol-and-drug-use • NIDA Prevention Principles: http://www.drugabuse.gov/Infofacts/lessons.html • Theories of Drug Prevention: http://www.tanglewood.net/services/knowledgebase/84.htm • Search Institute Research: http://www.search-institute.org/research/assets/assetpower

34. Your Assignment: • Answer the “What Do You Think?” questions in the PowerPoint. • Select one of the refusal practice situations in the PowerPoint. Write out five possible responses, one for each of the five refusal strategies. Use a refusal strategy in a real-life situation and write a paragraph about how it went, what worked well, and what you would like to improve upon. • You have been assigned one grade of the Michigan Model on the course assignment directions. Review the ATOD unit for your assigned grade and create an acrostic describing the unit. Bring the acrostic to the training to share with others. • Visit the national websites in the PowerPoint. Describe how you will use these resources to deepen your background in ATOD prevention and effectively train educators in the Michigan Model. (See the assignment page on TOT website.)